TeKeteAtawhaiCluster - Hammersley Park School

Hammersley Park

I.C.T. Goals
To involve students in their learning through enhanced teacher knowledge of Inquiry Learning, instructional practices and I.T.
Aims

All teachers have a clear and shared understanding of “Inquiry Learning” and how to implement this understanding effectively into the classroom

All teachers become proficient in the use, and transference, of I.C.T. skills

There is a clear and consistent set of expectations of engagement across the school

There is a clear and precise documented process for planning and implementing I.T. into all lessons

I.T. is an integral and ‘normal’ facet of classroom teaching and learning

There is a clear and precise documented process for planning the inquiry learning process

Specific objectives
Teachers will be enthusiastic, adventurous and proficient learners and teachers of I.T. and Thinking Skills
Being enthusiastic, adventurous and proficient means

Having a deep knowledge and understanding of the Inquiry Learning pedagogy

Holding high and consistent expectations of their own and their students learning

Knowing how to ascertain students learning needs in relation to developing ‘Thinking Skills’

Give students as many varied opportunities to use I.T. within the classroom

Give students as many varied opportunities to use ‘Thinking Skills’ within the school environment

Understand how to consolidate and extend students learning through meaningful learning

Understand the use and value of specific questioning

Understand, appreciate and use resources available to teach and promote thinking skills
Students will be enthusiastic, adventurous and proficient learners by

Being involved in their learning

Demonstrating confidence and proficiency in I.T. use

Demonstrating confidence and proficiency in discussing learning outcomes

Recognise the importance of developing learning skills

Being able to set their own learning goals

Taking risks with their learning
Personnel
All staff . Staff The overall implementation will be overseen by the Principal.

Methodology

Whole school and/or individual teacher workshops relating to I.T.C. and ‘Inquiry Learning’

Staff will be given responsibility for leading a staff development meeting relating to a specific topic.

Professional reading (individual or lead teacher directed)

Professional discussion

Inter and intra-school visits

Classroom initiatives discussed and supported by Principal, Lead Teacher and staff

Set of expectations discussed, formulated and implemented for refinement

Evaluation
A base line questionnaire dealing with I.T. use, personally and classroom, and understanding of development of thinking skills will be completed and then revisited in one years time. (refer to attached sheet). Documentation of P.D. and personal readings/ development will be reviewed as part of the school appraisal plan
Reviews of implementation of this plan will be provided to staff and B.O.T. annually.

Action Plan
(in conjunction with development of school curriculum)

Action plan 2008


		Focus to introduce project and undertake developmental workshops for staff to collect baseline data to encourage staff to set and work to initial personal goals for enhanced I.T. use to encourage staff to set and work to initial personal goals for understanding of ‘inquiry learning’ to undertake professional reading

Action	Responsibility	Date	Outcome	Evaluation
Introduction of project and expected outcomes	Principal, Lead Teacher	End of term 2, 2008	All teaching staff will be aware of the focus, direction and necessity of introducing I.T. and ‘Inquiry Learning’ into the school	Introduced with mixed review. This changed after the P.D. day on the 6th Dec with the staff becoming more enthusiastic
Collection of base line data	Lead teacher, teaching staff	Wk 2 t3 2008	A clear indication of I.T.C. usage, competencies and development needs will be known for future P.D.	ITC is not being widely used within the classroom primarily due to the cluster P.D. not being focused on class involvement.
Staff to set personal goals for I.T.	Staff, lead teacher, principal, cluster P.D.	Wk 6 t3 2008	Staff will have set personal goals to enhance their I.T. understanding and usage.
Staff to set goals for ‘inquiry learning’	Staff, lead teacher, principal	End of term 4 2008	Staff will have identified areas for future personal professional reading/development	Specific goals not set although the staff are now more focused on general reading and implementation processes. Personal goals will follow as reading, discussions and implementation plan is formalized.

Action plan term 1 2009


		Focus set and discuss focus for the year teachers to set and work to personal goals in I.T usage in the classroom to provide teachers with models of the ‘inquiry’ process to introduce various models of ‘thinking skills’ to encourage teachers to discuss ‘issues’ in a professional environment to undertake professional reading

Action	Responsibility	date	Outcome	Evaluation
Outline focus for the year	Principal	Staff day prior to school starting	All staff will be aware of the school’s development focus for the year and expectations of involvement
Teachers to set goals in I.T. usage	Principal, Lead Teacher, individual staff	Wk 4 t1 2009	All staff will have a direction for P.D. (school & personal)	Teachers completed TKI questionnaire on pedagogy & IT use, with reflection for ongoing P.D.
Provide teachers with models of the ‘inquiry’ process	Principal, lead teacher	End t1 09	Staff will have an understanding of the pedagogy, and be able to discuss the implications from a point of understanding	Inquiry process set for T2 to be evaluated mid term
Introduce various models of ‘thinking skills’	Principal, lead teacher	Staff day prior to school starting	Staff will have an understanding of the pedagogy, and be able to discuss the implications from a point of understanding	Thinking skills discussed and ‘trimmed’ for T2. to be expanded as staff become more familiar with concepts
Discuss understanding of and differences of implementation of thinking skills	Principal, lead teacher, staff	Teacher only day t1 hols	Set a teaching progression of skills for trial implementation across a range of subjects	T.S. progressions set for school, to be re-evaluated at end of term 3 as staff have had the time to use them

Action plan term 2 2009


		Focus to encourage students to set goals for their learning to encourage staff to explore ways of organizing and managing an inquiry process in their classroom to encourage staff to explore ways of managing individual students progress towards their learning goals formulating Integrated Curriculum Plan involving the community in the future direction of the school’s Teaching & Learning programme

Action	Responsibility	date	Outcome	Evaluation
Staff planning to include I.T. component, goal setting	Principal, Lead Teacher, individual staff	End t2	The staff will have an understanding of the process, implications and pitfalls of planning for ‘thinking’. A shared sense of professional discussion and understanding.	Draft planning set for trial throughout T2. ‘STEPS’ developed during T.O.day end of T1. all staff keen to try new model
Develop a teaching and learning structure and what it will look like for H.P.S.	Principal D.P. teachers	Draft structure completed by end t1	All staff will have ownership of the school’s development focus for the year and expectations of involvement

Implementing structure and processes involved in ‘inquiry learning’	All teachers		Staff will be able to identify strengths and weaknesses, both personal and teaching, and identify future P.D. focus
Preliminary consultation with community, staff and students regarding future direction of T & L			Community aware of impending changes, reasons for these changes and that their ideas, comments and recommendations are an important part of this process
In consultation with the community the values will be prioritised			The school will have a clear understanding and direction of community expectations
P. D. focusing on integrating Key Competencies and Values into the planning, and T&L			Staff will have a clear understanding of the
Integrated curriculum document completed for implementation from beginning of t3

I.T. Questionnaire

Complete TKI questionnaire (Ruth Aitkin) to establish bench mark and aid personal reflection

Thinking Skills Questionnaire

On a scale of 1 to 5 (1= poor) how do you rate your expertise in the following

Skill	Rating	Comments
Able to identify personal learning style
Identify 3 models for higher order thinking
Articulate the relevance of T.S. in relation to the new curriculum
Plan a series of lessons involving T.S.
Find relevant research relating to T.S
Relate T.S. to the school’s values

Inquiry Learning Questionnaire

On a scale of 1 to 5 (1= poor) how do you rate your expertise in the following

Skill	Rating	Comments
Able to identify personal learning style
Identify 3 models of Inquiry Learning
Articulate the relevance of Inquiry Learning in relation to the new curriculum
Plan a series of lessons involving Inquiry Learning
Find relevant research relating to Inquiry Learning
Identify the skills required for successful Inquiry Learning
Identify meaningful learning experiences and articulate reasons for choices

Goal Setting

Goal	Relevant I.T. objective	Action	resources


		Inquiry Plan

Unit Title		Theme
Level		Duration
Curriculum Focus
Key Competencies	Values

What is our purpose	*Central Idea*	*An Inquiry Into*
What do we want to learn	*Teacher Questions*	*Student Questions*

What Resources Will we Use

Students	Blooms Taxonomy	Graphic Organisers	Questioning	Thinkers Keys	De Bono’s Hats	Habits of Mind	ICTs
Junior 0-3	Remembering Understanding Creating Evaluating	PMI Y Chart Venn Diagram	Closed Open Skinny Fat Seven Servants	Alphabet What If Brainstorming Commonality	White Red Yellow Black	Persisting Managing Impulsivity Listening with … Gathering data through all senses Finding humour Wonderment & awe Working with others Think flexibly	Digital camera Paint PowerPoint Word
Middle 4-6	Applying Analysing	Bubble maps Cause and effect Flow chart Tree SWOT	Seven Servants with key words and phrases Use of synonyms of key words to edit questions	Question Reverse Alternative Interpretation BAR Prediction	Blue green	Striving for accuracy Questioning Wonderment & awe Creating, innovating Working with others Thinking about thinking Think flexibly Create and innovate Use past knowledge	Data projector PowerPoint Word Internet search Movie Maker Wiki Google Docs

How will we know what we have learned

How Best Will We Learn
Process	We Are Learning	Skills Required	Learning Activities
Set the Scene
Target
Explore
Present
So what

Evaluation

*Child learning*	List the assessment methods actually used to assess children’s learning.	Explain how the assessment evidence demonstrates the children’s comprehension of the big understanding.	Using your assessment information, state how well the children developed this understanding and what was indicating this?	The BEST learning activity was… because…	Engagement of learners…	The unexpected

Teaching

Sequencing of the learning
Overall planning
Level of preparedness
Use of voice
Management of the learning
Organization of the learners/resources
Interaction with the learners i.e. the quality of the conversation
Feedback to the learners
Questioning
Responsiveness to individual needs
Flexibility i.e. teaching the children not the plan
Internalising the plan
Knowing the learning focus rather than ‘busy work’
Being aware of teaching the essential skills
Using assessment to improve the learning throughout the unit
Other…

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	School’s Thinking Toolbox & ICT Blueprint
Teachers	Thinking Strategies & Tools		ICTs				Outcomes
	Understandings of: Bloom’s Taxonomy Use of Bloom’s Taxonomy in planning and student activities Graphic Organisers (as below) Thinkers Keys De Bono’s Hats Habits of Mind Developing student understandings of the levels Bloom’s Taxonomy		Developing skills: Digital camera Data projector Smartboard School network SMS asTTle Internet Email		Word Art software Photo software Movie Maker PowerPoint Online environments		The computer is used on a daily basis for modelling and administration Teacher and student files are stored in a systematic way. Thinking tools & ICTs are introduced, understood and used across the school. ICTs are used for planning, assessment, presenting and reporting Thinking and ICT cultures are developed in the classroom Teachers are skilled in using the ICTs and software used by students (below)
Students	Blooms Taxonomy	Graphic Organisers	Questioning	Thinkers Keys		De Bono’s Hats	Habits of Mind	ICTs
Junior 0-3	Remembering Understanding Creating Evaluating	PMI Y Chart Venn Diagram	Closed Open Skinny Fat Seven Servants	Alphabet What If Brainstorming Commonality		White Red Yellow Black	Persisting Managing Impulsivity Listening with … Gathering data through all senses Finding humour Wonderment & awe Working with others Think flexibly	Digital camera Paint PowerPoint Word
Middle 4-6	Applying Analysing	Bubble maps Cause and effect Flow chart Tree SWOT	Seven Servants with key words and phrases Use of synonyms of key words to edit questions	Question Reverse Alternative Interpretation BAR Prediction		Blue green	Striving for accuracy Questioning Wonderment & awe Creating, innovating Working with others Thinking about thinking Think flexibly Create and innovate Use past knowledge	Data projector PowerPoint Word Internet search Movie Maker Wiki Google Docs

Hammersley Park School

Engagement of learners…